The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment
Writing in Percy Jackson and The Sea of Monster, The Odyssey, Mythology, Poetry, and Informational Text
Text Types and Purposes:
CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.W.9-10.1.A
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.
CCSS.ELA-LITERACY.W.9-10.1.C
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
CCSS.ELA-LITERACY.W.9-10.1.D
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
CCSS.ELA-LITERACY.W.9-10.1.E
Provide a concluding statement or section that follows from and supports the argument presented.
CCSS.ELA-LITERACY.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-LITERACY.W.9-10.2.A
Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.9-10.2.B
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
CCSS.ELA-LITERACY.W.9-10.2.C
Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
CCSS.ELA-LITERACY.W.9-10.2.D
Use precise language and domain-specific vocabulary to manage the complexity of the topic.
CCSS.ELA-LITERACY.W.9-10.2.E
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
CCSS.ELA-LITERACY.W.9-10.2.F
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.9-10.3.A
Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
CCSS.ELA-LITERACY.W.9-10.3.B
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.9-10.3.C
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
CCSS.ELA-LITERACY.W.9-10.3.D
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
CCSS.ELA-LITERACY.W.9-10.3.E
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing:
CCSS.ELA-LITERACY.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10 here.)
CCSS.ELA-LITERACY.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-LITERACY.W.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
CCSS.ELA-LITERACY.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.W.9-10.9.A
Apply grades 9-10 Reading standards to literature (e.g., "Analyze how an author draws on and transforms source material in a specific work
CCSS.ELA-LITERACY.W.9-10.9.B
Apply grades 9-10 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning").
Range of Writing:
CCSS.ELA-LITERACY.W.9-10.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening in Percy Jackson and The Sea of Monsters, The Odyssey, Mythology, poetry and Informational text
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.9-10.1.A
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.9-10.1.B
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
CCSS.ELA-LITERACY.SL.9-10.1.C
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
CCSS.ELA-LITERACY.SL.9-10.2
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
CCSS.ELA-LITERACY.SL.9-10.3
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-LITERACY.SL.9-10.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-LITERACY.SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 here for specific expectations.)
Language in Percy Jacson and the Sea of Monsters, The Odyssey, poetry and nonfiction
Conventions of Standard English:
CCSS.ELA-LITERACY.L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.L.9-10.1.A
Use parallel structure.*
CCSS.ELA-LITERACY.L.9-10.1.B
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
CCSS.ELA-LITERACY.L.9-10.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-LITERACY.L.9-10.2.A
Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
CCSS.ELA-LITERACY.L.9-10.2.B
Use a colon to introduce a list or quotation.
CCSS.ELA-LITERACY.L.9-10.2.C
Spell correctly.
CCSS.ELA-LITERACY.L.9-10.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
CCSS.ELA-LITERACY.L.9-10.3.A
Write and edit work so that it conforms to the guidelines in a style manual (e.g.,MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.L.9-10.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.L.9-10.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-LITERACY.L.9-10.4.B
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
CCSS.ELA-LITERACY.L.9-10.4.C
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
CCSS.ELA-LITERACY.L.9-10.4.D
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
CCSS.ELA-LITERACY.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-LITERACY.L.9-10.5.A
Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
CCSS.ELA-LITERACY.L.9-10.5.B
Analyze nuances in the meaning of words with similar denotations.
CCSS.ELA-LITERACY.L.9-10.6
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Chapters 3 and 4: Focus Question: What allusions are in Percy Jackson?
Percy Jackson and the Sea of Monsters, Chapter 4
Comic Book Directions: Draw a comic that illustrates the events in Chapter 4. Use you list of important events to help you.
Battle at Camp Half-Blood
Chapter 5
Focus Question: Why is the setting of Percy Jackson Important?
Chapter 6
Focus Questions:
How are the characters important to the story?
Ask student to answer on Post Its:
Draw a map of the camp, specifically referring to the text.
“ Look, I didn’t want to be a half-blood. I never asked to be the son of a Greek god. I was just a normal kid, going to school, playing basketball, skateboarding. The usual. Until I accidentally vaporized my maths teacher. That’s when things started really going wrong. Now I spend my time fighting with swords, battling monsters with my friends and generally trying to stay alive.” -- Rick Riordan’s incredible book Percy Jackson and the Lightning Thief
Create a Wanted Poster: Dead or Alive; For_; Reward $___.
EPIC Simile: A. But the man skilled in all ways of contending satisfied by the great bow’s look and heft, like a musician, like a harper, when with uiet hand upon his instrument he draws between his thumb and fore finger a sweet new string upon a peg; so effortlessly Odysseus in one motion strung the bow.
An epic simile is an elaborate comparison that may extend for several lines. Epic Similes may use the words: like, as, just as, as so to make the comparison. Unlike a normal simile, which draws a comparison to a single, distinct image, an epic simile is longer and more involved. It might recall an entire place or story. Epic similes are sometimes called Homeric similes.
1. In the passage, what extended comparison does Homer use to complete this analogy: archer : bow :: Archer is to bow as...
A. composer : instrument. B. peg : string C. musician : harp D. hand : forefinger.
2. The comparison suggests that, like the musician, Odysseus
A. is nervous before he begins B. works with a stringed instrument C. is proficient in music D. knows his instrument and where to get good strings.
B. Think of a catch that fishermen haul in to a half-moon bay in a fine-meshed net from the whitecaps of the sea: how all are poured out on the sand, in throes for the salt sea, twitching their cold lives away in Helios’ fiery air: so lay the suitors heaped on one another.
1. in the passage, what comparison does Homer use to complete this analogy: Odysseus: suitors ::
A. big fish : little fish B. Hunter : catch C. Odysseus “ enemies D. fisherman : fish
2. The comparison suggests that:
A. Odysseus was also a good fisherman B. the suitors had as much chance against Odysseus as fish have when they are caught in a net. C. something fishy was going on in Ithaca, and Odysseus had to correct it. D. the setting of much of the epic is the Greek Isles, where fishing is an important industry.
Chapter 12
Create a collage of images, words, and symbols in publisher.
Focus Question: How are these images related to Percy Jackson and the Odyssey.
Students will write a paragraph that explains how the images in the collage relate to Percy Jackson and The Odyssey.
Annotate using known literary elements the following two poems. “Circe's Torment” “Siren Song”
I regret bitterly The years of loving you in both Your presence and absence, regret The law, the vocation That forbid me to keep you, the sea A sheet of glass, the sun-bleached Beauty of the Greek ships: how Could I have power if I had no wish To transform you: as You loved my body, As you found there Passion we held above All other gifts, in that single moment Over honor and hope, over Loyalty, in the name of that bond I refuse you Such feeling for your wife As will let you Rest with her, I refuse you Sleep again If I cannot have you. Louise Gluck
This is the one song everyone would like to learn: the song that is irresistible:
the song that forces men to leap overboard in squadrons even though they see the beached skulls
the song nobody knows because anyone who has heard it is dead, and the others can't remember.
Shall I tell you the secret and if I do, will you get me out of this bird suit?
I don't enjoy it here squatting on this island looking picturesque and mythical
with these two feathery maniacs, I don't enjoy singing this trio, fatal and valuable.
I will tell the secret to you, to you, only to you. Come closer. This song
is a cry for help: Help me! Only you, only you can, you are unique
at last. Alas it is a boring song but it works every time. MARGARET ATWOOD
Chapter 13 Focus Question: What allusions to The Odyssey are in these poems? Explain how “Circe’s Torment” presents a different Point of View than The Odyssey?
Explain how “Siren’s Song” presents a different Point of View than The Odyssey?
Chapter 14 Focus Question: If you could take a journey anywhere, where would you go and why?
Ask students to share their responses. Students will create a travel brochure for their journey:
Book/Topic: Percy Jackson and The Sea of Monsters/The Odyssey
Name: Date: Teacher:
Questions/Terms/Main Ideas
Notes
Level 2: Vocabulary
Epic heroes
Percy/Odysseus
Epic
The Odyssey
Flashback
The whole middle part of The Odyssey
Historical and cultural context
Greek mythology
Protagonist
Percy
Antagonist
Luke/Kronos
In media res
“In the middle of things” - how epic start
Archetypes
Chiron (mentor)
Hero’s quest
Clarisse’s quest to get the Fleece
Monster
Polyphemus
Trickster
Percy/Odysseus “Nohbody” trick
Myths
Perseus myth - Andromeda constellation
Folktales
Paul Bunyan, Pecos Bill, Tall Tales
Legends
Robin Hood, King Arthur
Oral tradition
Homer told The Odyssey around campfires and such, not written down until later; He was a Rhapsodes
Universal themes
Love, loyalty, greed
Level 2: Content
What makes someone a hero? Identify a hero from a book and then describe why you think they are a hero. Be sure to mention specific qualities or characteristics that make them a hero.
Level 3: Themes, Big Ideas
Compare The Odyssey to Percy Jackson
Level 4: Connections
The historical context for both Percy Jackson and The Odyssey is Greek Mythology. What myths are referenced in these works and why is it important to know them in order to understand the book and the epic narrative.
Reading - Percy Jackson and The Sea of Monsters, Information Text, poems, and connections to mythology
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.9-10.1CCSS.ELA-LITERACY.RL.9-10.2
CCSS.ELA-LITERACY.RL.9-10.3
Craft and Structure:
CCSS.ELA-LITERACY.RL.9-10.4CCSS.ELA-LITERACY.RL.9-10.5
CCSS.ELA-LITERACY.RL.9-10.6
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RL.9-10.7Writing in Percy Jackson and The Sea of Monster, The Odyssey, Mythology, Poetry, and Informational Text
Text Types and Purposes:
CCSS.ELA-LITERACY.W.9-10.1CCSS.ELA-LITERACY.W.9-10.1.A
CCSS.ELA-LITERACY.W.9-10.1.B
CCSS.ELA-LITERACY.W.9-10.1.C
CCSS.ELA-LITERACY.W.9-10.1.D
CCSS.ELA-LITERACY.W.9-10.1.E
Production and Distribution of Writing:
CCSS.ELA-LITERACY.W.9-10.4CCSS.ELA-LITERACY.W.9-10.5
CCSS.ELA-LITERACY.W.9-10.6
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.W.9-10.7CCSS.ELA-LITERACY.W.9-10.8
CCSS.ELA-LITERACY.W.9-10.9
CCSS.ELA-LITERACY.W.9-10.9.A
CCSS.ELA-LITERACY.W.9-10.9.B
Range of Writing:
CCSS.ELA-LITERACY.W.9-10.10Speaking and Listening in Percy Jackson and The Sea of Monsters, The Odyssey, Mythology, poetry and Informational text
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.9-10.1CCSS.ELA-LITERACY.SL.9-10.1.A
CCSS.ELA-LITERACY.SL.9-10.1.B
CCSS.ELA-LITERACY.SL.9-10.1.C
CCSS.ELA-LITERACY.SL.9-10.1.D
CCSS.ELA-LITERACY.SL.9-10.2
CCSS.ELA-LITERACY.SL.9-10.3
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.9-10.4CCSS.ELA-LITERACY.SL.9-10.5
CCSS.ELA-LITERACY.SL.9-10.6
Language in Percy Jacson and the Sea of Monsters, The Odyssey, poetry and nonfiction
Conventions of Standard English:
CCSS.ELA-LITERACY.L.9-10.1Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.L.9-10.4CCSS.ELA-LITERACY.L.9-10.4.A
CCSS.ELA-LITERACY.L.9-10.4.B
CCSS.ELA-LITERACY.L.9-10.4.C
CCSS.ELA-LITERACY.L.9-10.4.D
CCSS.ELA-LITERACY.L.9-10.5
CCSS.ELA-LITERACY.L.9-10.5.A
CCSS.ELA-LITERACY.L.9-10.5.B
CCSS.ELA-LITERACY.L.9-10.6
Things to know:The Sea of Monsters:
__https://docs.google.com/a/daretolearn.org/presentation/d/1TxgqGI9ofhunEfCIxNmqsY51GRIhe-GntszNqa_7M7s/edit#slide=id.p10__
Check out: __http://www.percyjackson.co.uk/download/pj_teachers_pack.pdf__
Mythic Warriors - Theseus and the Minotaur__https://www.youtube.com/watch?v=c5TK0PnXMz4&feature=youtu.be__
Mythic Warriors - Jason and the Argonauts __https://www.youtube.com/watch?v=GoqUiFUGlHA&feature=youtu.be__
Mythic Warriors - Bellerophon and Pegasus__https://www.youtube.com/watch?v=P6lEaJyq_NY&feature=youtu.be__
Mythic Warriors - Perseus The Search For Medusa __https://www.youtube.com/watch?v=v0o4fqfcpsE&feature=youtu.be__
Have students share thoughts. If you have read The Odyssey, use specific examples from the previous read text.
__https://www.youtube.com/watch?v=BCXRxD85Xc0&list=PLbS-c6RyV4KRrqahI-zL9RgCtvwGLGs-M__ or
__https://www.youtube.com/watch?v=Ea_57mfHp9w&feature=youtu.be__
Chapter 1:
Focus Question: Are epic heroes brave, smart or just lucky?
__http://www.readwritethink.org/files/resources/interactives/herosjourney/heros_journey.html__
Close activity:
Epics heroes are _ because .
Odysseus is an epic hero because he’s . For example, when he
_ he _.
Chapter 2: Who is Percy named for ?
Students will read Perseus myth in the textbook, p. 1121- 1128.
-Hermes to the rescue
-Three Sisters
-Invisibility Cap
-Ship
-winged sandals
Team Percy
Team Grover
Team Annabeth
Create character trading cards using the link below: __http://www.readwritethink.org/files/resources/interactives/trading_cards_2/__
Chapters 3 and 4:
Focus Question: What allusions are in Percy Jackson?
Percy Jackson and the Sea of Monsters, Chapter 4
Comic Book
Directions: Draw a comic that illustrates the events in Chapter 4. Use you list of important events to help you.
Battle at Camp Half-Blood
Chapter 5
Focus Question: Why is the setting of Percy Jackson Important?
Chapter 6
Focus Questions:
How are the characters important to the story?
Ask student to answer on Post Its:
Draw a map of the camp, specifically referring to the text.
“ Look, I didn’t want to be a half-blood. I never
asked to be the son of a Greek god. I was just a
normal kid, going to school, playing basketball,
skateboarding. The usual. Until I accidentally
vaporized my maths teacher. That’s when things
started really going wrong. Now I spend my time
fighting with swords, battling monsters with my
friends and generally trying to stay alive.” --
Rick Riordan’s incredible book Percy Jackson and the Lightning Thief
Create a Wanted Poster: Dead or Alive; For_; Reward $___.
__http://www.glassgiant.com/wanted/__ Go to link to create your wanted poster!
Chapters 9 and 10
Focus Question: How are monsters important to the story
Ask Students to share answers using the Post It Generator: __http://www.postitwar.me/__
Chapter 11: What is an EPIC SIMILE?
A. But the man skilled in all ways of contending satisfied by the great bow’s look and heft, like a musician, like a harper, when with uiet hand upon his instrument he draws between his thumb and fore finger a sweet new string upon a peg; so effortlessly Odysseus in one motion strung the bow.
B. peg : string
C. musician : harp
D. hand : forefinger.
B. works with a stringed instrument
C. is proficient in music
D. knows his instrument and where to get good strings.
Odysseus: suitors ::
B. Hunter : catch
C. Odysseus “ enemies
D. fisherman : fish
B. the suitors had as much chance against Odysseus as fish have when they are caught in a net.
C. something fishy was going on in Ithaca, and Odysseus had to correct it.
D. the setting of much of the epic is the Greek Isles, where fishing is an important industry.
Chapter 12
Create a collage of images, words, and symbols in publisher.
Focus Question: How are these images related to Percy Jackson and the Odyssey.
Students will write a paragraph that explains how the images in the collage relate to Percy Jackson and The Odyssey.
Annotate using known literary elements the following two poems.
“Circe's Torment” “Siren Song”
The years of loving you in both
Your presence and absence, regret
The law, the vocation
That forbid me to keep you, the sea
A sheet of glass, the sun-bleached
Beauty of the Greek ships: how
Could I have power if
I had no wish
To transform you: as
You loved my body,
As you found there
Passion we held above
All other gifts, in that single moment
Over honor and hope, over
Loyalty, in the name of that bond
I refuse you
Such feeling for your wife
As will let you
Rest with her, I refuse you
Sleep again
If I cannot have you.
Louise Gluck
would like to learn: the song
that is irresistible:
the song that forces men
to leap overboard in squadrons
even though they see the beached skulls
the song nobody knows
because anyone who has heard it
is dead, and the others can't remember.
Shall I tell you the secret
and if I do, will you get me
out of this bird suit?
I don't enjoy it here
squatting on this island
looking picturesque and mythical
with these two feathery maniacs,
I don't enjoy singing
this trio, fatal and valuable.
I will tell the secret to you,
to you, only to you.
Come closer. This song
is a cry for help: Help me!
Only you, only you can,
you are unique
at last. Alas
it is a boring song
but it works every time.
MARGARET ATWOOD
Chapter 13
Focus Question: What allusions to The Odyssey are in these poems?
Explain how “Circe’s Torment” presents a different Point of View than The Odyssey?
Explain how “Siren’s Song” presents a different Point of View than The Odyssey?
Chapter 14
Focus Question: If you could take a journey anywhere, where would you go and why?
Ask students to share their responses.
Students will create a travel brochure for their journey:
1.
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Your Name
Read the an article from The New York Times: __http://www.nytimes.com/2009/11/08/opinion/08alexander.html?pagewanted=all__
GIST
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Book/Topic:
Percy Jackson and The Sea of Monsters/The Odyssey
Date:
Teacher:
What myths are referenced in these works and why is it important to know them in order to understand the book and the epic narrative.
Other Valuable Links:
Page 1
“Through the Tunnel,” Doris Lessing (Modern interpretation of the Hero’s Journey)
__http://search-ebooks.eu/t/through-the-tunnel-doris-lessing__
“Sonnet 60,” William Shakespeare
__http://www.shakespeares-sonnets.com/sonnet/60__
“The Seven Ages of Man,” William Shakespeare. As you Like It.
__http://internetshakespeare.uvic.ca/Library/SLT/life/lifesubj+1.html__
“Penelope,” Dorothy Parker (poem) Contrasting Penelope’s bravery with that of Odysseus
__http://allpoetry.com/poem/8497855-Penelope-by-Dorothy_Parker__
“A Practical Guide to Joseph Campbell’s The Hero With a Thousand Faces.” Christopher Vogler__http://www.thewritersjourney.com/hero’s_journey.htm__
“The Race to the South Pole: The Man Who Took the Prize.” Caroline Alexander for National Geographic.__http://ngm.nationalgeographic.com/2011/09/amundsen/alexander-text__
“Back From War, but Not Really Home.” Caroline Alexander for the New York Times
__http://www.nytimes.com/2009/11/08/opinion/08alexander.html?pagewanted=all__
Page 2
“Psychiatrist Who Counsels Vets Wins Genius Grant.” Jonathan Shay for National Public Radio.__http://www.npr.org/templates/story/story.php?storyId=14682035__
“The Treasures of Troy,” (website hosted by The UnMuseum)
__http://www.unmuseum.org/troy.htm__
Artwork:
Ulysses and the Sirens
__http://traumwerk.stanford.edu/philolog/2009/10/homers_odyssey_in_art_sirens_f.html__
“The Trojan Horse”
__https://pantherfile.uwm.edu/prec/www/course/mythology/1200/1912.jpg__
“The Mykonos Vase – full image”
__https://pantherfile.uwm.edu/prec/www/course/mythology/1200/1919.jpg__
“The Mykonos Vase – detail of the Trojan Horse”
__https://pantherfile.uwm.edu/prec/www/course/mythology/1200/1920.jpg__
“The Escape from Polyphemus”
__https://pantherfile.uwm.edu/prec/www/course/mythology/1200/2014.jpg__
“Penelope and the Suitors”
__https://pantherfile.uwm.edu/prec/www/course/mythology/1200/2028.jpg__
The Seven Ages of Man
__http://3.bp.blogspot.com/_-H-t-Wz1VNU/THirWtN2h6I/AAAAAAAALcw/fWr4jVSaJYI/s1600/Harris_The7AgesOfMan_100.jpg__
Songs:
“The Cave” (song) Mumford and Sons
__http://www.youtube.com/watch?v=4lbiGnS8FOY&feature=related__
Page 3
Websites:
“Myths and Heroes,” pbs.org – links to information about myth, folktales, and fairy tales.
__www.pbs.org/mythsandheroes/myths_arch_quest.html__
YouTube:
“The Hero’s Journey.”
__http://www.youtube.com/watch?v=KGV1BvnyvGo&feature=related__
“Troy Story.” (An animated account of the Judgment of Paris)
__http://www.youtube.com/watch?v=dkTXVFRBUpc__
“The Odyssey Animation.” (Very brief, animated summary of The Odyssey.)
__http://www.youtube.com/watch?v=PglAFdKSJ_M&feature=related__
Page 8
Purdue OWL MLA Writing Lab
__http://owl.english.purdue.edu/owl/resource/747/01/__
The Hero’s Journey:
__http://www.youtube.com/watch?v=KGV1BvnyvGo&feature=related__
Notes on the Hero’s Journey: From “A Practical Guide to Joseph Campbell’s The Hero With A Thousand Faces,” (Christopher Vogler).__http://www.thewritersjourney.com/hero's_journey.htm__
Page 11
“The Race to the South Pole: The Man Who Took the Prize,” Caroline Alexander for National Geographic
__http://ngm.nationalgeographic.com/2011/09/amundsen/alexander-text__
“Through the Tunnel,” (Doris Lessing)
__http://search-ebooks.eu/t/through-the-tunnel-doris-lessing__
Page 12
“Back From War, But Not Really Home,” Caroline Alexander
__http://www.nytimes.com/2009/11/08/opinion/08alexander.html?pagewanted=all__
Page 13
Read “Psychiatrist Who Counsels Vets Wins Genius Grant.”
__http://www.npr.org/templates/story/story.php?storyId=14682035__
Page 14
The Seven Ages of Man
__http://3.bp.blogspot.com/_-H-t-Wz1VNU/THirWtN2h6I/AAAAAAAALcw/fWr4jVSaJYI/s1600/Harris_The7AgesOfMan_100.jpg__
Page 20
“Myths and Heroes,” pbs.org
__www.pbs.org/mythsandheroes/myths_arch_quest.html__
Page 22
Powerpoint: Introduction to the Greek Creation Myth, and the Rise and Fall of the Titans.
__www.davis.k12.ut.us/ffjh/Thompson/mythgods.pps__
Page 23
Powerpoint: “Greek Mythology.”
__http://www.mythologyteacher.com/Gallery-of-the-Gods.php__
Page 24
“The Trojan Horse”
__https://pantherfile.uwm.edu/prec/www/course/mythology/1200/1912.jpg__
“Troy Story.” (An animated account of the Judgment of Paris)
__http://www.youtube.com/watch?v=dkTXVFRBUpc__
Page 26
Read “The Treasures of Troy,” (website hosted by The UnMuseum) – a brief biography of Heinrich Schliemann, who claimed to have found “Priam’s Treasure” when he uncovered the lost city of Troy.
__http://www.unmuseum.org/troy.htm__
Page 33
The usual way to join parallel structures is with the use of coordinating conjunctions such as "and" or "or."
__http://owl.english.purdue.edu/owl/resource/623/1/__
Page 34
Watch a YouTube preview of the story of The Odyssey. “The Odyssey Animation.” (Very brief, animated summary of The Odyssey.)__http://www.youtube.com/watch?v=PglAFdKSJ_M&feature=relat__
Page 43
Station 2: Interactive map of The Odyssey. (Materials needed: iPads for every student, link to__http://www.classics.upenn.edu/myth/php/homer/index.php?page=odymap__